Education has become more digitalised, especially during the Covid-19 pandemic, and learning Chinese language is not an exception. Educational games, some of them based on artificial intelligence, have been designed for learning languages. This systematic review aims to examine recent (from 2017 to 2022) research published in Science Direct and Scopus databases on the use and impact of educational games, specifically in Chinese language learning. The in-depth review of 28 studies shows that games are effective tools for Chinese learning that impact students’ motivation, self-efficacy progress, and learning satisfaction. However, more in-depth research should measure this impact.

1. International Journal of Education (IJE) Vol.10, No.3, September 2022
DOI: 10.5121/ije.2022.10303 19
A SYSTEMATIC REVIEW OF GAMES
FOR LEARNING CHINESE
Angelina MAKSIMOVA
Peking University, Graduate School of Education, China
ABSTRACT
Education has become more digitalised, especially during the Covid-19 pandemic, and learning Chinese
language is not an exception. Educational games, some of them based on artificial intelligence, have been
designed for learning languages. This systematic review aims to examine recent (from 2017 to 2022)
research published in Science Direct and Scopus databases on the use and impact of educational games,
specifically in Chinese language learning. The in-depth review of 28 studies shows that games are effective
tools for Chinese learning that impact students’ motivation, self-efficacy progress, and learning
satisfaction. However, more in-depth research should measure this impact.
KEYWORDS
Chinese language learning, games, educational games, artificial intelligence.
1. INTRODUCTION
Learning has become increasingly digitalised, and learning languages is not an exception.
Computer games, not only educational ones, have proven to expand a learner’s vocabulary, boost
motivation and satisfaction, and affect interaction with peers. In most cases, games developed by
researchers for classrooms or experiments are aimed at students and are effective according to
pre-test and post-test results. This review thus aims to fill the literature gap and review which
games are used in learning Chinese precisely and what their effects on students are, based on
reviewing publications from 2017 to 2022 from databases ScienceDirect and Scopus.
The research questions are as follows:
(1)Which games have been used so far in learning Chinese?
(2)What characteristics (motivation, self-efficacy, progress, effectiveness, learning
satisfaction) enhance games for learning Chinese?
(3)What is the future research in this field?
2. METHODOLOGY
The methodology of this paper represents a systematic review of the research papers from
ScienceDirect and Scopus. The review was performed from 2016 to May 2022 using the
following keywords: Chinese language AND game, Chinese language AND gamification. Most
of the papers were found in ScienceDirect – 6 649 studies (Table 1). In the Scopus, 173 papers
were detected. Thus, altogether 6822 publications were detected in two databases. Since most
papers focused on the use of games in learning in general, the titles, abstracts, and introductions
were reviewed, and only 26 papers focusing on Chinese language learning were analysed.
Therefore, the paper was included if it matched the corresponding period, i.e., from 2016 up to

2. International Journal of Education (IJE) Vol.10, No.3, September 2022
20
May 2022; if the intervention involved the use of a game or gamification; if it focused on the
learning of Chinese language; if the study was written in English; and if it could be accessed
through ScienceDirect and Scopus database. If the study was not accessible with the institutional
login of Peking University, it was not included in the review. If the study was found in both
databases, it was counted only once as a ScienceDirect study.
Table 1. Numbers of studies by the database and searched words.
As is seen from Annex 1, most studies focus on students’ motivation (five studies measure
motivation specifically, but with different techniques). Seventeen studies address effectiveness,
thirteen - self-efficacy, ten - students’ progress, and eight - learning satisfaction. Xu et al. (2021)
address all five issues. The analysis of the included studies is consistent with the previous
research on games and gamification in language learning: (1) games have been actively used in
Chinese language learning (2) the majority of studies address students’ motivation; (3) most
studies are about effectiveness, self-efficacy, students ‘progress, learning satisfaction. Based on
the overall findings, games are compelling and motivating tools for language learning, also
Chinese, but more in-depth research should measure the effect of games on students’
characteristics.
3. LITERATURE REVIEW
In language learning, games help to interact, and dive into the language learning environment
(Chen et al., 2020). Gamification has been used in the Massive Open Online Courses (MOOCs)
(Metwally&Yining, 2017). Studies designed for experiments in classrooms are aimed at proving
gamification effectiveness, games’ impact on students’ motivation and attitude towards learning
(Aguilar et al., 2020; Yu&Tsuei, 2022), peer learning and social interdependence (Yang et al.,
2015; Wang et al., 2020), students’ achievement and emotions (Lei et al., 2022). Gamification
and new technologies like artificial intelligence (AI) or virtual reality may make teaching theory
more exciting (Kriz et al., 2021).
Most games in language education are aimed at facilitating learning foreign languages (Su et al.,
2021; Lai&Bower,2019), and only some are explicitly developed for Chinese learning (Hong et
al., 2017; Wong&Hsu, 2016). Tsai et al.(2021) and Redfern & McCurry (2018) improved the
Key-Image method - a novel mnemonic (memory aid) tool similar to Chineasy method, where
characters evolve from a picture in the Chinese learning class. A similar technique was used for
the Second life and Sifteo cube games by Yuan & Wang (2021). Li&Liang (2020) found that the
effectiveness of games in Chinese learning comes with satisfaction from the learning process,
deeper immersion, and joy in the language learning process. The collaborative mobile learning
game ToneWars by Fan, Luo, & Wang (2017) connects Chinese learners with native speakers to
improve their tone learning. The Rensselaer Mandarin Project in collaboration with IBM, aims at
foreign language students learning Chinese in virtual reality using AI (Allen et al, 2019). Wang,
Shi, & Li (2019) worked on Wechat mini games for Chinese learners. Poole et al. (2019)
designed the Mystery Forest board game for Chinese learning at an elementary school in Utah,

3. International Journal of Education (IJE) Vol.10, No.3, September 2022
21
during which students improve their Chinese language knowledge through communication with
their peers. A Chinese matching game by Chen (2019) proved that teachers can design and use
games in the Chinese teaching process. Jamshidifarsani et al. (2019) analysed papers related to
gamification interventions. The game Speed Mandarin by Wang, Liu, & Zhang (2019) did not
impact results from learning Chinese, but increased students’ confidence in speaking. The
escape-the-room game by Chou, Chang, & Hsieh (2020) on the tablets for young Chinese
learners boosted their motivation and peer collaboration, although the progress of Chinese
learning was hard to assess. Similar results got Cho, Andersen, & Kizilcec (2021) with their
game Delivery Ghost for beginner learners of Mandarin. The Questaurant game group by
Tang&Taguchi (2021) had a higher level of motivation than the online lesson group. Motivation
has increased from games by Lau (2021) and (Fang&Yang, 2017) designed for classical Chinese
and an ancient prose e-learning course. He&Loewen (2022) concluded that in case of low
engagement in second language applications like Memrise teacher support is essential. Wen
(2021), Fung et al.(2019) used augmented reality (AR) in the Chinese language learning games,
which improved the self-learning of students and brought memorable and joyful results (Wei et
al., 2020). Ying, Yulius, & Juniarto (2021), Ying et al.(2021) advocate the positive impact of the
gamification of Chinese language teaching and interventions with mobile Chinese learning
games.
4. DISCUSSION & CONCLUSION
Currently, education is undergoing a digital transformation. The current review aimed to explore
games for learning Chinese by reviewing 2016 to 2022 studies from ScienceDirect and Scopus
databases on Chinese learning using games. 6 822 publications from ScienceDirect and Scopus
databases were retrieved from which 26 publications were analysed in detail. A few studies focus
specifically on learning Chinese as a foreign language through games. Games described in the
current review that might be useful to Chinese learners are: Chineasy, Chinese-PP, Delivery
Ghost, escape-the-room, Key-Image, Memrise, Mystery Forest Newby, Questaurant, Rensselaer
Mandarin Project, Second life, Sifteo cube.
While previous research has established the effectiveness of games without focusing on Chinese
language, this study specifically reviews games for Chinese learning. The review of studies
shows that the majority of authors focus on students’ motivation, self-efficacy, students
‘achievements, learning effectiveness, or satisfaction, but a few measure them. Hopefully, this
study may encourage researchers to reflect upon the different impacts games make on students,
broaden their research questions to several characteristics enhanced by games, and not only
describe but also measure the effect of games on students.
There are several limitations to this study. First, this review covered studies only from two
databases – ScienceDirect and Scopus. Although there are the highest quality journals, but their
number is limited. Secondly, the review is limited by a five-year time frame, from 2017 to 2022.
Although the analysis is most relevant to new games, but there could possibly be more analysis
made before 2017. Thirdly, reviewed studies are in English. Although some researchers are
Chinese, but there is a high possibility that a lot of research on Chinese learning is done in
Mandarin or other languages. Finally, only motivation, self-efficacy, students ‘achievements,
learning effectiveness or satisfaction, and progress are reviewed in this study, but the impact of
games on students is much broader.

4. International Journal of Education (IJE) Vol.10, No.3, September 2022
22
REFERENCES
[1] Mcclory, Jonathan, (2019) “The Soft Power 30”, Portland.
[2] Maksimova, Angelina, (2021) “Soft power as a policy rationale for International Education in China”,
Observatorio de la Politica China.
[3] Confucius Institute Headquarters, (2020) “FAQ”.
[4] Center for Language Education and Cooperation. Chinese teaching, (2021) “Teaching”.
[5] Hung, Hsiu-Ting, Yang, Jie Chi, Hwang, Gwo-Jen, Chu, Hui-Chun, & Wang, Chun-Chieh,(2018) “A
scoping review of research on digital game-based language learning”, Computers & Education,
Vol.126, pp. 89-104.
[6] Lai, Jennifer W.M. & Bower Matt, (2019) “How is the use of technology in education evaluated? A
systematic review”, Computers & Education, Vol.133.
[7] Xu, Yi, Li Jin, Deifell, Elizabeth, Angus, Katie, (2021) “Chinese character instruction online: A
technology acceptance perspective in emergency remote teaching”, System, Vol.100.
[8] Chen, D, (2019) “Developing chinese matching games: From inception to completion”, Journal of
Technology and Chinese Language Teaching”, Vol.10, No.1, pp57-72.
[9] Metwally, Ahmed Hosny Saleh & Yining Wang, (2018) “Gamification in massive open online
courses (MOOCs) to support chinese language learning”. Paper presented at the Proceedings - 6th
International Conference of Educational Innovation through Technology, EITT 2017, 2018-March,
pp. 293-298.
[10] Aguilar, Rocio, Santana, Monica, Larrañeta, Barbara, Cuevas, Gloria, (2020) “Flipping the strategic
management classroom: Undergraduate students' learning outcomes”, Scandinavian Journal of
Educational Research, Vol.65, No. 6, pp. 1-16.
[11] Yu, Ya-Ting, & Tsuei, Mengping, (2022) “The effects of digital game-based learning on children’s
Chinese language learning, attention, and self-efficacy”, Interactive Learning Environments.
[12] Yang, Ya-Ting Carolyn, Wang, Chi-Jane, Tsai, Meng-Fang, & Wang, Jeen-Shing, (2015)
“Technology-enhanced game-based team learning for improving intake of food groups and nutritional
elements”, Computers & Education, Vol.88, pp. 143-159.
[13] Wang, Jeen-Shing, Gamble, Jeffrey Hugh, Yang Ya-Ting Carolyn, (2020) “Mobile sensor-based
community gaming for improving vocational students’ sleep and academic outcomes”, Computers &
Education, Vol.151.
[14] Lei, Hao, Wang, Chenxin, Chiu, Ming Ming, & Chen, Shuangye, (2022) “Do educational games
affect students' achievement emotions? evidence from a meta-analysis”, Journal of Computer
Assisted Learning.
[15] Kriz, Anton, Nailer, Christopher, Jansen, Karen, Potocnjak-Oxman, Camilo, (2021) “Teaching-
practice as a critical bridge for narrowing the research-practice gap”, Industrial Marketing
Management, Vol.92.
[16] Su, Fan, Zou, Di, Xie, Haoran, & Wang, Fu Lee, (2021) “A Comparative Review of Mobile and Non-
Mobile Games for Language Learning”, SAGE Open.
[17] Wong, Lung-Hsiang & Hsu, Ching-Kun, (2016) “Effects of learning styles on learners' collaborative
patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping
approach”, Technology, Pedagogy and Education, Vol.25, No.1, pp.61–77.
[18] Tsai, Meng-Hua, Chang, Li-Yun, Chen, Hsueh-Chih, Chen, Lin, Chia-Ling, (2021) “Effects of key-
image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward
Chinese learning”, International Journal of Educational Research, Vol.109.
[19] Redfern, Sam & McCurry, Richard, (2018) “A gamified system for learning mandarin Chinese as a
second language”, Paper presented at the 2018 IEEE Games, Entertainment, Media Conference,
GEM 2018, pp.422-426.
[20] Yuan, Huanhuan, & Wang, Zhiying, (2021) “A review of research on technology enhancing chinese
learning”. International conference on Internet, education and Information Technology.
[21] Li Ping, Liang, Huimin, (2020). “Factors influencing learning effectiveness of educational travel: A
case study in China”, Journal of Hospitality and Tourism Management, Vol.42, pp.141-152.
[22] Fan, Xiangmin, Luo, Wencan, & Wang, Jingtao, (2017) “Mastery learning of second language
through asynchronous modeling of native speakers in a collaborative mobile game”, Paper presented
at the Conference on Human Factors in Computing Systems - Proceedings, 2017-May 4887-4898.
[23] Allen, David, Divekar, Rahul, Drozdal, Jaimie, Balagyozyan, Lilit, Zheng, Shuyue, Song, Ziyi, . . .
Su, Hui, (2019) “The rensselaer mandarin project - A cognitive and immersive language learning

5. International Journal of Education (IJE) Vol.10, No.3, September 2022
23
environment”, Paper presented at the 33rd AAAI Conference on Artificial Intelligence, AAAI 2019,
31st Innovative Applications of Artificial Intelligence Conference, IAAI 2019 and the 9th AAAI
Symposium on Educational Advances in Artificial Intelligence, EAAI 2019, pp.9845-9846.
[24] Wang, Xijie, Shi, Minyong, & Li, Chunfang, (2019) “Implementation of elementary chinese language
learning application in WeChat mini programs”, Paper presented at the 2019 4th IEEE International
Conference on Big Data Analytics, ICBDA 2019, pp.394-398.
[25] Poole, Frederick, Clarke-Midura, Jody, Sun, Chongning, & Lam, Kyle, (2019) “Exploring the
pedagogical affordances of a collaborative board game in a dual language immersion classroom”,
Foreign Language Annals, Vol.52, No.4, pp753-775.
[26] Jamshidifarsani, Hossein, Garbaya, Samir, Lim, Theodore , Blazevic, Pierre, Ritchie, James M.,
(2019) “Technology-based reading intervention programs for elementary grades: An analytical
review”, Computers & Education, Vol.128, pp. 427-451.
[27] Wang, Lih-Ching Chen, Liu, Xiongyi, & Zhang, Qianwei, (2019) “Gamification in american high
school students’ chinese learning: A case study of using speed mandarin.”, Journal of Technology
and Chinese Language Teaching, Vol.10, No.2, pp82-101.
[28] Chou, Pao-Nan, Chang, Chi-Cheng, & Hsieh, Shih-Wan, (2020) “Connecting digital elements with
physical learning contexts: An educational escape-the-room game for supporting learning in young
children. Technology, Pedagogy and Education, Vol.29, No.4, pp425-444.
[29] Tang, Xiaofei, & Taguchi, Naoko, (2021) “Digital game-based learning of formulaic expressions in
second language Chinese”, Modern Language Journal, Vol.105, No.3, pp740-759.
[30] Lau, Kit Ling, (2021) “Using E-learning activities to support classical chinese learning in the out-of-
class context”, Paper presented at the Proceedings - 2021 International Symposium on Educational
Technology, ISET 2021, pp65-68.
[31] Fang, Pin-Chun, Yang, Shelley Shwu-Ching, (2017) “A Preliminary Study of Integrating an Action
Role-Playing Game into an Ancient Prose”, Advances in Human Factors, Business Management,
Training and Education. Advances in Intelligent Systems and Computing, Vol. 498.
[32] He, Xuehong, Loewen, Shawn, (2022) “Stimulating learner engagement in app-based L2 vocabulary
self-study”, Goals and feedback for effective L2 pedagogy, Vol.105.
[33] Cho, Ji Yong, Andersen, Erik, & Kizilcec, Rene F, (2021) “Delivery ghost: Effects of language
immersion and interactivity in a language learning game”, Paper presented at the Conference on
Human Factors in Computing Systems – Proceedings.
[34] Wen, Yun, (2021) “Augmented reality enhanced cognitive engagement: designing classroom-based
collaborative learning activities for young language learners”. Education Tech Research Dev, Vol.69,
pp843–860.
[35] Fung, Ka Yan, Fung, K.-C., & Wan, S. W., (2019) “Augmented reality and 3D model for children
Chinese character recognition - Hong Kong primary school education.” Paper presented at the ICCE
2019 - 27th International Conference on Computers in Education, Proceedings, pp1 673-678.
[36] Wei, Xiaodong, Yang, Guodong, Zhang, Kai, & Li, Zhe, (2020) “Research on mobile AR language
learning environment based on virtual avatar”, Paper presented at the Proceedings - 2020 9th
International Conference of Educational Innovation through Technology, EITT 2020, pp229-234.
[37] Ying, Yi, Susilo, P. M., Mei, F. R., & Rahardjanti, T, (2021) “The role of the mandamonic games in
supporting mandarin learning at elementary school”, Paper presented at the Journal of Physics:
Conference Series, Vol.1764, No.1.
[38] Ying, Y., Yulius, & Juniarto, A, (2021) “Using online-game based platform to improve students’
mandarin skills”, Paper presented at the Journal of Physics: Conference Series, Vol.1764, No.1.
[39] Spice, Byron, (2020) “New AI Enables Teachers to Rapidly Develop Intelligent Tutorings Systems”.
Carnegie Mellon University
[40] Chen, Xieling, Xie, Haoran, Hwang, Gwo-Jen, (2020) “A multi-perspective study on Artificial
Intelligence in Education: grants, conferences, journals, software tools, institutions, and researchers”,
Computers and Education: Artificial Intelligence, Vol.1.
[41] Chen, Xieling, Zou, Di, Cheng, Gary, Xie, Haoran, (2020) “Detecting latent topics and trends in
educational technologies over four decades using structural topic modeling: A retrospective of all
volumes of Computers & Education”, Computers & Education, Vol.151.
[42] Serban, Iulian Vlad, Gupta, Varun, Kochmar, Ekaterina, Vu, Dung D., Belfer, Robert, Pineau,
Joelle...., Bengio, Yoshua, (2020) “A large-scale, open-domain, mixed-interface dialogue-based ITS
for STEM”, Proceedings of the 21st international conference on artificial intelligence in education
(AIED 2020), Springer.

6. International Journal of Education (IJE) Vol.10, No.3, September 2022
24
[43] Bhutoria, Aditi, (2022) “Personalized education and Artificial Intelligence in the United States, China,
and India: A systematic review using a Human-In-The-Loop model”, Computers and Education:
Artificial Intelligence, Vol.3.
[44] Kashyap, Ravi, (2021) “Artificial Intelligence: A Child’s Play”, Technological Forecasting and
Social Change, Vol.166.
[45] Wang, Y.-H., (2015) “Could a mobile-assisted learning system support flipped classrooms for
classical Chinese learning?”, Journal of Computer assisted Learning, Vol.32, No.5, pp391-415.
[46] Chu, Tianshu, Taele, Paul, Hammond, Tracy, (2018) “Supporting Chinese character educational
interfaces with richer assessment feedback through sketch recognition” Proceedings of the 44th
Graphics Interface Conference, pp.50-57.
[47] Goksu, Idris, (2021) “Bibliometric mapping of mobile learning”, Telematics and Informatics, Vol.56.
[48] Hong, Jon-Chao, Hwang, Ming-Yueh, Tai, Kai-Hsin, & Lin, Pei-Hsin, (2017). “Intrinsic motivation
of Chinese learning in predicting online learning self-efficacy and flow experience relevant to
students' learning progress” , Computer Assisted Language Learning, Vol.30, No.6, pp552–574.
[49] Hong, Jon-Chao, Hwang, Ming-Yueh, Tai, Kai-Hsin, Kuo, Yen-Chun, & Lin, Pei-Chun, (2017)
“Confusion affects gameplay”, Learning and Individual Differences, Vol.59.

7. International Journal of Education (IJE) Vol.10, No.3, September 2022
25
Annex 1. Literature Review
Author Game/ITS Methodo
logy
Motiva
tion
Self-
efficac
y
Progres
s
Effectiv
eness
Learnin
g
satisfac
tion
Tsai et
al.(2021)
Chinese radical (key)-image method Achieve
ment
test,
inventory
increas
ed
N/A,
but
efficien
cy &
efficac
y
increas
ed
Li&Liang
(2020)
Chinese learning effectiveness Surveys 0.807 0.802
Fan, Luo,
& Wang
(2017)
Acquiring Chinese tones through
games
Pre- and
post-test,
survey,
interview
gained
through
confide
nce
proved present
Allen et
al.(2019)
Rensselaer Mandarin Project
learning & virtual travel (in
development)
Descripti
ve
creation
of the
game
self-
govern
Wang, Shi,
& Li
(2019)
Chinese Language Learning in
WeChat Mini programs
Descripti
ve
creation
of the
game
aimed
at, but
not
measure
d
Poole et
al.(2019)
Collaborative board game Audio
collectio
n &
analysis
aimed
at, but
not
measur
ed
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
Chen
(2019)
Chinese matching game Descripti
ve
creation
of the
game
aimed
at, but
not
measur
ed
Jamshidifa
rsaniet
al.(2019)
Technology-based reading
intervention programs
Literatur
e review
aimed
at, but
not
measur
ed
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
Wang,
Liu, &
Zhang
(2019)
Speed Mandarin computer program Pre- and
post-
question
naire
3.46-
3.5
aimed
at, but
not
measur
ed
measure
d
through
compete
nces
Chou,
Chang, &
Hsieh
(2020)
Escape-the-room game with tablets Pre- and
post-test,
interview
aimed
at, but
not
measur
ed
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d

8. International Journal of Education (IJE) Vol.10, No.3, September 2022
26
Tang&Tag
uchi
(2021)
Questaurant game Recognit
ion &
productio
n test,
question
naire
61.33
for
game
players
vs 52
for no
players
mention
ed in the
question
naire
aimed
at, but
not
measure
d
mention
ed in the
question
naire
Lau (2021) E-learning activities in Classic
Chinese reading
Pre- and
post-
question
naire
3.19-
3.78
3.13-
3.43
aimed
at, but
not
measure
d
Fang&Yan
g, 2017
Avatars and Learning Companions
in Studying Chinese Classical
Literature
Pre- and
post-
question
naire
aimed
at, but
not
measur
ed
He&Loew
en (2022)
Memrise Pre- and
post-
question
naire,
survey
boosted
by 34%
supporte
d
Cho,
Andersen,
&Kizilcec
(2021)
Delivery Ghost Pre- and
post-
question
naire,
survey
interact
ivity
and
immers
ion are
less
critical
to
learnin
g at the
beginn
er-level
than a
well-
structur
ed
curricul
um
Wen Wen
(2018)
Augmentedrealityenhancedchinesec
haracterlearninggame
Recorded
learning
process,
focus
group
discussio
ns
engage
ment
aimed
at
improv
ed self-
learnin
g, but
not
measur
ed
aimed
at, but
not
measure
d
Fung,
Fung, &
Wan
(2019)
Augmented reality and 3D model for
children Chinese character
recognition
Pre- and
post-test,
teacher
&
student
focus
groups
aimed
at, but
not
measur
ed
aimed
at
improv
ed self-
learnin
g, but
not
measur
ed
aimed
at, but
not
measure
d

9. International Journal of Education (IJE) Vol.10, No.3, September 2022
27
Wei et al.
(2020)
Mobile AR Laguage Learning
Environment Based on Virtual
avatar
Pre- and
post-test,
question
naire
measur
ed as
learnin
g
attitude
in min,
higher
with
AR (10
min)
higher
with AR
(4.58 vs
3)
Ying,
Yulius,
&Juniarto
(2020)
Chinese learning listening games Question
naires
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
Ying et
al.(2020)
Mandamonic games Surveys aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
Chen et
al., 2020
Games, ITS powered by AI,
e.g.Korbit
Literatur
e review
mentio
ned in
0.91%
publica
tions
mentio
ned in
0.48%
publica
tions
Serban et
al.,2020
Korbit Question
naires
aimed
at, but
not
measur
ed
average
student
learning
measure
d as
correct
answers
with
pedagog
ical
interven
tions
39.14%
effective
pedagog
ical
intervent
ions
"fun"
accordin
g to
students
Bhutoria
(2022)
A systematic review of personalized
Edtech using AI in the US, China,
India
Literatur
e review
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
Kashyap,
2021
Chinese room argument Literatur
e review
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d

10. International Journal of Education (IJE) Vol.10, No.3, September 2022
28
Wang,
2015
Cross-device mobile-assisted
classical chinese learning system fo
flipped classroom
Question
naires
enhanc
ed to 4
in
compar
ison to
3.33
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
Xu et al.,
2021
Chinese character online instruction Question
naires
aimed
at, but
not
measur
ed
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
aimed
at, but
not
measure
d
Goksu,
2021
Bibliometric mapping of mobile
learning
Literatur
e review
aimed
at, but
not
measur
ed
aimed
at, but
not
measure
d
Hong et
al.,2017
Game correcting writing in Chinese Question
naire
aimed
at, but
not
measur
ed
aimed
at, but
not
measur
ed